Overview

This book synthesizes recent empirical research on corrective feedback (CF) modalities in second language (L2) writing, drawing on studies conducted between 2018 and 2019. The reviewed studies use a variety of research designs-pre-test, post-test, and delayed post-test experiments, qualitative case studies, and bibliographic reviews-to investigate the effects of different CF approaches, including direct versus indirect feedback, focused versus unfocused strategies, and collaborative versus individual revision practices. Findings indicate that while direct CF tends to produce rapid gains in grammatical accuracy, indirect and metalinguistic feedback methods can foster deeper cognitive engagement and longer-term retention. Collaborative and scaffolded approaches further enhance revision quality and learner motivation. This synthesis discusses the implications of these findings for L2 writing pedagogy and suggests avenues for future research to develop adaptive, learner-centered CF models.

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